We thank the children and families who have participated in our studies and the research assistants of the Emotion Regulation Lab for their assistance with data collection and coding.

<ol>
	<li>Stegge, H., Meerum Terwogt, M., Reijntjes, A., Van Tijen, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Implicit theories on the (non)expression of emotion: A developmental perspective. The sixth volume of the series biobehavioral perspectives on health and disease prevention. , (2004).</li><li>Saarni, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The development of emotional competence. , (1999).</li><li>Graziano, P. A., Reavis, R. D., Keane, S. P., Calkins, S. 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The authors have nothing to disclose.

Los pasos críticos dentro del Protocolo Efectivamente provocar emociones negativas e instruir a los niños a usar estrategias específicas de regulación emocional son los pasos críticos en el protocolo. Modificaciones y solución de problemas fragmentos de películas deben ser seleccionados (y probado piloto) que sean apropiados para la edad dado el rango de edad de que se trate para garantizar que evocan las emociones diana de interés ...

Los niños experimentan emociones negativas como la tristeza y el miedo todos los días. A medida que se desarrollan y maduran, los niños aprenden las estrategias de regulación que les permitan manejar una amplia gama de factores estresantes y retos para adaptarse al mundo. Su repertorio se amplía la regulación emocional, y cambios en la composición de las estrategias de comportamiento principalmente para incluir estrategias más cognitivos 1. Hacia el final de la niñez media, los niños a regular sus emociones utilizando estrategias tanto cognitivas y conductuales 2. La comprensión de la regulación o la gestión eficaz de los sentimientos negativos no deseados ha vuelto cada vez más interesante para los científicos del desarrollo en los últimos años. Este interés se debe, en parte, por las investigaciones que vinculan los procesos de regulación emocional a una serie de resultados sociales, emocionales y cognitivas con consecuencias importantes para la vida cotidiana de los niños (por ejemplo, logro académico 3, amistades 5). El método descrito aquí se centra en dos estrategias de regulación emocional cognitivas que han recibido la parte del león de la atención empírica hasta la fecha: la reevaluación y la distracción. Los estudios realizados con los adultos han mostrado que la reevaluación y la distracción son métodos eficaces para el alivio de la emoción 6, 7, 8, 9, 10, 11. La reevaluación, que implica cambiar o reformulación de cómo se interpreta una emoción o problema, se ha demostrado ser eficaz en la reducción de la intensidad de las emociones negativas en los niños en edad escolar 12, 13. La distracción, por el contrario, consiste en cambiar lo que uno está pensando, por ejemplo, cuando un niño a punto de recibir una VAccine piensa en lugar de la crema de hielo van a disfrutar con sus padres después. Los niños también pueden empezar a utilizar estas estrategias cognitivas para regular las emociones negativas de manera efectiva, desde la edad de 5 - 6 Años de edad de 14 años. Los desafíos teóricos y prácticos de estudio de la regulación de la emoción La reactividad emocional y los procesos de regulación se entrelazan, bidireccional, e iterativo 15, 16. Por lo tanto, un desafío conceptual clave para los científicos del desarrollo es identificar y emplear métodos que distinguen de manera significativa entre la emoción de responder y procesos de regulación. El método descrito aquí toma la vista de las emociones según lo regulado (en contraste con las emociones como la regulación) 15. Regulación de la emoción se define como el proceso de cambio de una emoción experimentado 17 de manera que alteran la intensidad, La duración, y / o valencia de la emoción 18. A pesar de la promesa de pruebas de comportamiento que las estrategias de regulación emocional cognitivas como la distracción y la reevaluación reducir las emociones negativas 14, hay muchas limitaciones a la predominante autoinforme o metodologías de observación que limitan las conclusiones que pueden extraerse de los estudios empíricos existentes, especialmente con niños pequeños. Por ejemplo, el autoinforme de la experiencia emocional está sujeta a inexactitudes y características de la demanda. Aunque la observación del comportamiento (por ejemplo, de las expresiones faciales) al índice de respuesta emocional es ostensiblemente más objetiva que la auto-informe, la observación aún está sujeta a los procesos de regulación automática y explícitos que enmascarar u ocultar la verdadera experiencia de la angustia o emoción negativa. Para abordar estas cuestiones metodológicas y conceptuales, este documento describe un método para examinar los efectos de la regulación de las emociones sstrategias en psicofisiología posterior de los niños, que permite a los investigadores distinguir con mayor claridad entre la reactividad hacia y regulación activa de las emociones negativas. Este paradigma experimental para provocar emociones negativas y la evaluación de las consecuencias de las diferentes estrategias de regulación emocional instruidos proporciona un enfoque que puede ser utilizado con niños de una amplia gama de edades, adolescentes o adultos. Psicofisiología es un índice no invasiva de la Regulación Emocional Arritmia sinusal respiratoria (RSA) es un índice de uso común de la psicofisiología cardíaco parasimpático, y ha emergido como un correlato clave de la emoción capacidad reguladora de los niños 19, 20. RSA se deriva de la medición de la variación de la frecuencia cardíaca (controlada por fibras eferentes del nervio vago) dentro del ciclo respiratorio 21, 22<html> . Alta línea de base RSA indica una mejor regulación emocional y competencias socioemocionales 21, mientras que la línea de base inferior RSA está vinculado a los resultados negativos socio-emocionales 23. Línea de base RSA refleja la capacidad reguladora del sistema para responder al estrés, mientras que los cambios en RSA de los niveles basales en condiciones de desafío (RSA reactividad) permitir una mayor influencia simpática y movilización de recursos. Este proceso refleja un alejamiento de las demandas homeostáticos a la facilitación de la atención sostenida, la autorregulación conductual, y la generación de estrategias de afrontamiento para controlar la activación afectiva o de comportamiento 20, 26. RSA reactividad a las tareas de laboratorio desafiantes se asocia con habilidades reguladores más emoción y el funcionamiento de adaptación general, incluyendo la emocionalidad negativa y menos riesgo de problemas de comportamiento y una mejor atención sostenida de 21 años,culo = &quot;xref&quot;&gt; 23, 24, 25, 26, 27. RSA reactividad a reto puede ser descrito como el aumento (aumento RSA) o disminuyendo (RSA supresión) influencia parasimpática. La flexibilidad con la que la influencia parasimpático sobre el corazón se regula a través de contextos se cree que la base regulación emocional adaptativa. De hecho, los cambios en las amplitudes de RSA de los niños durante una serie de tareas desafiantes predicen su habilidad de regulación emocional 28. RSA es sensible en contextos difíciles emocionalmente también. Por ejemplo, la supresión de RSA (una disminución del nivel de referencia a nivel de tareas) está vinculada a experimentar el miedo y la tristeza, pero el aumento (aumento desde el inicio hasta la tarea) está vinculada a una regulación efectiva de la emoción cuando la tristeza y el miedo son evocados a través de clips de película 29, </sup&gt; 30. El trabajo previo que ha sacado provecho de la utilidad de este método no invasivo para la evaluación en los procesos de regulación emocional in vivo ha demostrado cómo el uso de estrategias específicas de regulación emocional cognitivo de los niños predijo reactividad RSA antes de que se estaban viendo vídeos emoción que desencadenaban 31. En este trabajo se describe un nuevo paradigma experimental que utiliza los patrones fisiológicos asociados con la regulación emocional activa a la capacidad reguladora índice, proporcionando un método innovador para analizar la experiencia y la regulación de las emociones negativas.

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psychophysiological assessment of the effectiveness of emotion regulation strategies in childhood

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical work has been limited by predominantly correlational investigations of children's skills. Relatedly, a key conceptual challenge for emotion scientists is to distinguish between emotion responding and emotion regulatory processes. This paper presents a novel method to address these conceptual and methodological issues in child samples. An experimental paradigm that assesses the effectiveness with which children regulate emotion is described. Children are randomly assigned to use specific emotion regulation strategies, negative emotions are elicited with film clips, and changes in subsequent psychophysiology index the extent to which emotion regulation is effective. Children are instructed to simply watch the emotion-eliciting film (control), distract themselves from negative emotions (cognitive distraction), or reframe the situation in a way that downplays the importance of the emotional event (cognitive reappraisal). Cardiac physiology, continuously acquired before and during the emotional task, serves as an objective measure of children's unfolding emotional responding while viewing evocative films. Key comparisons in patterns of obtained physiological reactivity are between the control and emotion regulation strategy conditions. Representative results from this approach are described, and discussion focuses on the contribution of this methodological approach to developmental science.

Como se muestra en las figuras 2 y 3, un resultado típico es que instruir a los niños a utilizar estrategias de regulación de las emociones cognitivas conduce a un patrón diferente de reactividad RSA que simplemente ver la película emocional (Control). Esto apoya la idea de que las instrucciones para regular las emociones negativas mediante la distracción o la reevaluación dar lugar a diferentes patrones de respuesta fisiológica durante una tarea...

Watch this Scientific Journal Video about Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood at JoVE.com

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Un protocolo detallado para un paradigma experimental para evaluar la eficacia con la que los niños a regular se describe la emoción. Los niños son asignados al azar a utilizar estrategias de regulación emocional específicas, las emociones negativas son provocados con fragmentos de películas, y los cambios en el índice de la psicofisiología posterior la medida en que la regulación emocional es eficaz.

Evaluación psicofisiológica de la efectividad de las estrategias de regulación emocional en la infancia

Effective regulation of emotion is one of the most important skills that develops in childhood. Research interest in this area is expanding, but empirical ...

psychophysiological-assessment-effectiveness-emotion-regulation

Research

JoVE Journal

Behavior

11.4K vistas.  University of California, Riverside (UCR).  Un protocolo detallado para un paradigma experimental para evaluar la eficacia con la que los niños a regular se describe la emoción. Los niños son asignados al azar a utilizar estrategias de regulación emocional específicas, las emociones negativas son provocados con fragmentos de películas, y los cambios en el índice de la psicofisiología posterior la medida en que la regulación emocional es eficaz. 

Video: Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with schizophrenia who are at familial high risk (FHR) may show similar cognitive and emotional changes. However, the neurological changes underlying the emergence of these symptoms remain unclear. This study sought to identify differences in frontal, striatal, and limbic regions in children and adolescents with FHR using functional magnetic resonance imaging. Groups of 21 children and adolescents at FHR and 21 healthy controls completed an emotional oddball task that relied on selective attention and the suppression of task-irrelevant emotional information. The standard oddball task was modified to include aversive and neutral distractors in order to examine potential group differences in both emotional and executive processing. This task was designed specifically to allow for children and adolescents to complete by keeping the difficulty and emotional image content age-appropriate. Furthermore, we demonstrate a technique for suitable fMRI registration for children and adolescent participants. This paradigm may also be applied in future studies to measure changes in neural activity in other populations with hypothesized developmental changes in executive and emotional processing.

This paper describes how to use the emotional oddball task and fMRI to measure brain activation in children and adolescents at familial high risk for schizophrenia (FHR).&#160;FMRI was used to measure differences in fronto-striato-limbic regions during an emotional oddball task. Children with FHR exhibited abnormal functional activation during adolescence.

Medición de Fronto-límbico Actividad Usando una Emocional bicho raro de tareas en niños con alto riesgo familiar para la esquizofrenia

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with ...

Investigación

Comportamiento

Brain Imaging Investigation of the Neural Correlates of Emotion Regulation

The ability to control/regulate emotions is an important coping mechanism in the face of emotionally stressful situations. Although significant progress has been made in understanding conscious/deliberate emotion regulation (ER), less is known about non-conscious/automatic ER and the associated neural correlates. This is in part due to the problems inherent in the unitary concepts of automatic and conscious processing1. Here, we present a protocol that allows investigation of the neural correlates of both deliberate and automatic ER using functional magnetic resonance imaging (fMRI). This protocol allows new avenues of inquiry into various aspects of ER. For instance, the experimental design allows manipulation of the goal to regulate emotion (conscious vs. non-conscious), as well as the intensity of the emotional challenge (high vs. low). Moreover, it allows investigation of both immediate (emotion perception) and long-term effects (emotional memory) of ER strategies on emotion processing. Therefore, this protocol may contribute to better understanding of the neural mechanisms of emotion regulation in healthy behaviour, and to gaining insight into possible causes of deficits in depression and anxiety disorders in which emotion dysregulation is often among the core debilitating features.

We present a protocol that allows investigation of the neural correlates of deliberate and automatic emotion regulation, using functional magnetic resonance imaging. This protocol can be used in healthy participants, both young and older, as well as in clinical patients.

La investigación del cerebro imágenes de los correlatos neurales de regulación de las emociones

The ability to control/regulate emotions is an important coping mechanism in the face of emotionally stressful situations. Although significant progress ...

Neurociencias

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students&#39; responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students&#39; performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity.

Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.

El uso de respuestas galvánicas de la piel, saliva, Biomarcadores y auto-informes para evaluar el rendimiento de Pregrado Estudiantes durante una actividad de examen de laboratorio

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological ...

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Self-distancing (i.e., creating mental distance between the self and a stimulus by adopting a less egocentric perspective) has been studied as a way to improve adolescents' and adults' emotion regulation. These studies instruct adolescents and adults to use visual imagery or language to create distance from the self before engaging in self-regulation tasks and when thinking about past and future events. For example, adults are asked to recall past, negative emotional experiences from either a first-person perspective (no distance) or a third-person perspective (self-distanced). These studies show that a self-distanced perspective allows adults to cope more adaptively when recalling negative feelings. However, the self-distancing paradigm used with adults was not developmentally appropriate for young children. This modified self-distancing paradigm involves instructing children to think about their thoughts, feelings, and actions from different perspectives that vary in their distance from the self while completing a self-regulation task. The paradigm involves randomly assigning children to use one of three perspectives: self-immersed, third-person, or exemplar. In the self-immersed condition, children are asked to think about themselves using the first-person perspective (e.g., "How am I feeling?") and no distance is created from the self. In the third-person condition, children are asked to create distance from the self by using the third-person perspective (e.g., "How is [child's name] feeling?"). In the exemplar condition, the greatest distance from the self is created by asking children to pretend to be a media character and to think about that character's thoughts and feelings (e.g., "How is Batman feeling?"). Studies using the self-distancing paradigm with 4-6-year-olds have found that as the amount of distance from the self increases (self-immersed &lt; third-person &lt; exemplar), children perform better on self-regulation tasks. These findings suggest that the strategies implemented in the self-distancing protocol may be useful to include in self-regulation interventions for young children.

An experimental paradigm was created to measure the effects of self-distancing in young children (4-6-year-olds). Self-distancing is a process through which individuals adopt a less egocentric perspective. This paradigm has been used to examine the effects of self-distancing on young children&#39;s self-regulation.

Paradigma experimental para la medición de los efectos de uno mismo-distanciamiento de en los niños pequeños

Self-distancing (i.e., creating mental distance between the self and a stimulus by adopting a less egocentric perspective) has been studied as a way to ...

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies that rely on objective measures of emotional experience, limitations on utilizing multi-modal data sources exist. Studies of emotion and emotional regulation in classrooms traditionally rely on survey instruments, experience-sampling, artifacts, interviews, or observational procedures. These methods, while valuable, are mainly&#160;dependent on participant or observer subjectivity and is limited in its authentic measurement of students&#39; real-time performance to a classroom activity or task. The latter, in particular, poses a stumbling block to many scholars seeking to objectively measure emotions and other related measures in the classroom, in real-time.
The purpose of this work is to present a protocol to experimentally study students&#39; real-time responses to exam experiences during an authentic assessment situation. For this, a team of educational psychologists, engineers, and engineering education researchers designed an experimental protocol that retained the limits required for accurate physiological sensor measurement, best-practices of salivary collection, and an authentic testing environment. In particular, existing studies that rely on physiological sensors are conducted in experimental environments that are disconnected from educational settings (e.g., Trier Stress Test), detached in time (e.g., before or after a task), or introduce analysis error (e.g., use of sensors in environments where students are likely to move). This limits our understanding of students&#39; real-time responses to classroom activities and tasks. Furthermore, recent research has called for more considerations to be covered around issues of recruitment, replicability, validity, setups, data cleaning, preliminary analysis, and particular&#160;circumstances (e.g., adding a variable in the experimental design) in academic emotions research that relies on multi-modal approaches.

An experimental design was developed to investigate the real-time influences of an examination experience to assess the emotional realities students experience in higher education settings and tasks. This design is the result of a cross-disciplinary (e.g., educational psychology, biology, physiology, engineering) and multi-modal (e.g., salivary markers, surveys, electrodermal sensor) approach.

Un diseño experimental multidisciplinar iológico y multimodal para estudiar experiencias de examen auténtico casi en tiempo real

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies ...

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and behave in daily living. This protocol describes the methodology that is required for the intervention (psychotherapy) based on planning, attention, successive, and simultaneous (PASS theory) cognitive processing and fear emotional processing. It provides guiding principles and practical recommendations. A disproportionately high level of fear (dysregulation) increases the vulnerability for dysfunction in learning and behavior. We explain the interplay between emotion and cognition at the neurological level.
A go/no go task (The Adventures of Fundi), which involves decision making, is administered in a PC- mode to a sample of 66 ADHD subjects. The Adventures of Fundi, a computer program, was constructed to induce successive or simultaneous processing when involving the training of planning and selective attention. It aims to improve the executive function with planning and selective attention. If executive function improves, learning improves, and behavior ameliorates. After intervention over 6 months, remission was achieved in 70% of subjects.
The instructor encourages the use of appropriate strategies and points out the ways in which the strategies can be useful in finding the solution to the problem (go/no go). The emphasis is not on rehearsing and adult instructed verbal sequence. The verbalization may reveal the conscious verbalized strategy to solve a task that is not really the strategy being unconsciously used in that case. A self-verbal report is unreliable. This is an inductive learning rather than deductive rule-learning approach central to cognitive PASS training. This inductive training has proved to produce not only near transfer but also far transfer.
Noncognitive factors (emotional factors) must be considered to maximize the benefit of cognitive training. Indirect and metaphorical communication considers the emotional factor.

This protocol illustrates a remedial therapy based on inductive learning and indirect communication (Ericksonian metaphorical hypnosis) that can be applied to children with Attention Deficit Hyperactive Disorder (ADHD). Particularly, this protocol is intended to test the effectiveness of a go/no-go decision task. Neuroscientific rationale is presented throughout the text.

Las aventuras de la intervención de Fundi basadas en el procesamiento cognitivo y emocional en pacientes con trastorno hiperactivo por déficit de atención

Many children with attention deficit hyperactive disorder (ADHD) are known to have executive dysfunction, which weakens their abilities to learn and ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

Protocolo multimodal para evaluar la metacognición y la autorregulación en adultos con dificultades de aprendizaje

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

Measuring Cardiac Autonomic Nervous System (ANS) Activity in Toddlers - Resting and Developmental Challenges

The autonomic nervous system (ANS) consists of two branches, the parasympathetic and sympathetic nervous systems, and controls the function of internal organs (e.g., heart rate, respiration, digestion) and responds to everyday and adverse experiences 1. ANS measures in children have been found to be related to behavior problems, emotion regulation, and health 2-7. Therefore, understanding the factors that affect ANS development during early childhood is important. Both branches of the ANS affect young children&#8217;s cardiovascular responses to stimuli and have been measured noninvasively, via external monitoring equipment, using valid and reliable measures of physiological change 8-11. However, there are few studies of very young children with simultaneous measures of the parasympathetic and sympathetic nervous systems, which limits understanding of the integrated functioning of the two systems. In addition, the majority of existing studies of young children report on infants&#8217; resting ANS measures or their reactivity to commonly used mother-child interaction paradigms, and less is known about ANS reactivity to other challenging conditions. We present a study design and standardized protocol for a non-invasive and rapid assessment of cardiac autonomic control in 18 month old children. We describe methods for continuous monitoring of the parasympathetic and sympathetic branches of the ANS under resting and challenge conditions during a home or laboratory visit and provide descriptive findings from our sample of 140 ethnically diverse toddlers using validated equipment and scoring software. Results revealed that this protocol can produce a range of&#160;physiological responses to both resting and developmentally challenging conditions, as indicated by changes in heart rate and indices of parasympathetic and sympathetic activity. Individuals demonstrated&#160;variability in resting levels, responses to challenges, and challenge reactivity, which provides additional evidence that this protocol is useful for the examination of ANS individual differences for toddlers.

Measuring Cardiac Autonomic Nervous System ANS Activity in Toddlers - Resting and Developmental Challenges

We describe the methods for continuous monitoring of the autonomic nervous system under resting and challenge conditions with 18 month old children. Results revealed that this protocol can produce meaningful physiological responses in both branches of the autonomic nervous system and elicit significant individual variability in patterns of responses.

La medición del sistema nervioso autónomo cardíaco (ANS) La actividad en los niños pequeños - Descansar y Desafíos del Desarrollo

The autonomic nervous system (ANS) consists of two branches, the parasympathetic and sympathetic nervous systems, and controls the function of internal ...

Medicina

Exploring the Neural Correlates of Cognitive Reappraisal in Obsessive-Compulsive Disorder Using Task-based Functional Magnetic Resonance Imaging

Patients with obsessive-compulsive disorder (OCD) show heightened brain activity in limbic and orbitofrontal regions when confronted with negative emotions, which could be associated with impairments in emotion regulation skills. The ability to regulate emotions is a necessary coping mechanism when facing emotionally distressing situations, and deliberate emotion regulation strategies such as cognitive reappraisal have been extensively studied in the general population. Despite this, little is known about potential deliberate emotion regulation deficits in OCD patients and the associated neural correlates. Here, we describe a protocol to investigate the neural correlates of deliberate emotion regulation (cognitive reappraisal) using functional magnetic resonance imaging (fMRI) in OCD patients in comparison to a matched control sample. This protocol follows current gold standards for neuroimaging studies and includes both task activation and connectivity analysis (as well as behavioral data) to allow a more complete investigation. Therefore, we expect it will contribute to expanding the knowledge of the neural correlates of emotion (dys)regulation in OCD, and it could also be applied to explore emotion regulation deficits in other psychiatric disorders.

We introduce a protocol for exploring the neural correlates of a cognitive emotion regulation task, namely cognitive reappraisal, using functional magnetic resonance imaging. This protocol was used in patients with obsessive-compulsive disorder and healthy controls but can also be used in other clinical samples.

Exploración de los correlatos neuronales de la reevaluación cognitiva en el trastorno obsesivo-compulsivo mediante imágenes de resonancia magnética funcional basadas en tareas

Patients with obsessive-compulsive disorder (OCD) show heightened brain activity in limbic and orbitofrontal regions when confronted with negative ...

Physiological Correlates of Emotion Recognition

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
The autonomic nervous system (ANS) controls the activity of the body's internal organs and regulates changes in their activity depending on the current environment. The vagus nerve, which innervates many of the internal organs, is an important part of the system. When our brain senses danger, vagal tone is inhibited, leading to a set of changes in the body designed to make us more prepared to fight or flee; for example, our heart rate increases, our pupils dilate, and we breath more quickly. Conversely, when the vagal system is activated, these physiological responses are inhibited, leading to a calmer state. The vagus nerve, then, acts as a kind of "brake" on our arousal. One interesting consequence of this calmer state is that it tends to promote social interaction-when we are not tensed and afraid of our immediate environment we are instead receptive to interacting with others. Poor functioning of this regulatory mechanism, therefore, may be associated with difficulties in social behavior.
One index of autonomic regulation is heart rate variability (HRV). HRV is a measure of how much the gap between one beat and the next varies over time. High HRV means there are continual fluctuations in the heart rate over time, a reflection of successful autonomic regulation. Low HRV means there is consistency of the heart rate over time, a condition associated with poor autonomic regulation. 
In this study we will test the hypothesis that increased HRV is associated with more accurate categorization of emotional stimuli.1,2 Following a study by Park et al., we will measure HRV and test its association on a task that measures skill at perceiving facial emotions.3

Correlating Heart Rate Variability with Emotion Recognition

Correlatos fisiológicos de reconocimiento de la emoción

Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel&#8212;University of Southern California
The autonomic nervous system (ANS) controls the ...

Evaluación psicofisiológica de la efectividad de las estrategias de regulación emocional en la infancia

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